The Role of Ubuntu Ethics in Promoting Citizenship Values: An Investigation into the Foundations of Social Harmony

In the post-industrial revolution world, social change is often studied and understood in the context of change in means of production, mobility, urbanization and change in the constitution of workforce. Role of ethical values is generally confined to personal conduct and manners. Industrial society is supposed to have its own work ethics which may or may not agree with personal ethics and morality. Ethics and morality are generally considered, in the Western thought, as a social construct. Therefore, with the change in means of production or political system, values and morality are also expected to be re-adjusted in order to cope with the changed environment. Sometimes a totally new set of values emerges as a consequence of the change in economic, political, or legal set up. The present research tries to understand the meaning and place of these values in a global socio-cultural framework. Relying essentially on the divine principles of the Qur'ān it makes an effort to understand relevance of these universal and ultimate principles with human conduct and behavior in society.  It indicates that essentially it is the core values, principles, or norms which guide human beings in their interpersonal, social, economic and political matters. Islam being a major civilizing force, culture, and the way of life, provides values which guide both in individual and social matters. The values given by the Qur’ān and the Sunnah are not monopoly of the Muslim. These values are universal and are relevant in a technological society.

Role of School Leadership in Enhancing Home-School Relationships in a Community School in Karachi, Pakistan

The school leadership (principal, head teacher) plays a key role in the overall development of the school. Hence, strengthening home-school relationship (HSR) is also one of the major responsibilities of the school leaders. In order to explore how this role is played, the study was conducted to find out the answer of the question, what is the role of school leadership in enhancing home-school relationships in the school?' The research was conducted in the qualitative paradigm using a case study method at a community school in Karachi, Pakistan. In order to enhance home-school relationship, the practices carried out in the school are: parent-teacher meetings, individual meetings with parents, and general meetings with parents. Moreover, parents and teachers seem to be enthusiastic in sharing school matters in their informal interactions even in community gatherings. Beside these practices, school leadership takes many other initiatives. For example, it has started to share students' achievements with parents instead of always calling them to discuss issues. In addition, Headmaster and Section Heads have developed a web' by providing their mobile numbers to all the parents and responding to them whenever they call. The main conclusion of the study could be that school leadership has a vital role in the enhancement of home-school relationship, and it has created ways for the other stakeholders to play their roles in a friendly atmosphere. Parents and teachers realize their roles in relation to the development of the children, not only academically but also socially and morally.